Table 2 represents the frequency
and percentage of teachers that believed the integration of computer-based
instruction was a major factor in the development of the middle school
social studies curriculum in their school district. Seventy-seven %
of the respondents to the study indicated that the integration of computer-based
instruction was not a major factor in the development of the social
studies curriculum in their schools. 21.6% of the study respondents
indicated that the integration of computer-based instruction was a determinant
when building the social studies curriculum in their schools.
Table 2
| Integration
of Computer-Based Instruction has a Major Factor in the Development
of the Middle School Social Studies Curriculum |
|
Computer-Based Integration f %
|
|
Yes
|
26
|
21.6
|
|
No
|
75
|
77.5
|
|
No
Response
|
1
|
.08
|
|
| N = 102 |
Since the conclusion of the
original study, an interviewed teacher stated, when asked if technology
is a viable part of the middle schools curriculum, "Yes it is.
We developed a curriculum guide for technology. The curriculum guide
contains procedures on how to integrate the technology into the classroom
using such things as iAdventure, WebQuest, and Keypals. Integration
of technology is in the curriculum and we are currently rewriting our
technology curriculum and I know each year more technology integration
is added to the general curriculum of the school district. There are
many opportunities for teachers to receive professional development
training in how to integrate technology into their curriculum and that
excites me."
Table 3 summarizes the results
to the question, does the utilization of computer-based instruction
by middle school social studies teachers change the classroom-learning
environment. Respondents to the research study, who use one or more
forms of computer-based instructional strategies in their middle school
social studies classrooms, indicated the classroom-learning environment
improves when computer-based instructional strategies are used in social
studies instruction. 78.6% of the respondents indicated the classroom-learning
environment improved, in some manner, when computer-based instructional
strategies were introduced into the social studies classroom.
Table 3
| Change
in Classroom Learning Environment When Using Computer-Based Classroom
Instructional Strategies by Missouri Middle School Social Studies
Teachers Who Use One or More Computer-based Instructional Strategy |
|
Positive Change in
Learning Environment f %
|
|
Yes
|
35
|
46.6
|
|
Occasionally
|
24
|
32.0
|
|
No Noticeable
Change
|
13
|
21.0
|
|
No Response
|
3
|
.4
|
|
| N = 102 |
A teacher observed in the
classroom stated that: "the students enjoy it [the use of computer-based
instructional strategies]. They are excited about it. They want to be
able to manipulate and handle that technology. To them, that is something
neat and something different. They are manipulating, they are doing
something, and they are not passively accepting. They are actively participating
in learning." The learning environment changed in an unsuspected
fashion. A school climate of collaboration or the sharing of information
was beginning to grow. As a teacher responded, " I get to learn
a lot from them (students) and these kids are incredible. Technologically
speaking, they are way past us."
Technology as an educational
student motivator is further displayed when technology usage is expected
in social studies instruction. "The technological environment in
our school increased dramatically when the school district established
curricula expectations on teachers to integrate technology into their
daily classroom instruction. With this increased usage of technology
there is more student excitement when social studies classes go to the
computer labs or use computers located in the classrooms. As the number
of computers in schools has increased, so has the manner in which they
are used to enhance instruction (Nickell, P. et al, 2001). As a teacher
noted as an example of technology usage in her social studies class,
"students utilize video productions with a camcorder then take
the film back to the computer to edit the tape therefore exhibiting
their editing skills. Using technology in this manner is lots of fun
for the kids, and the best thing is they are learning. Learning not
only their subject matter but also how to use technology whether it
be, a computer, scanner, camcorder, editing equipment and applications,
learning to use technology and not be afraid of it. Hopefully this will
lead to, when they get out of school and into the workplace, the attitude
that they are ready to tackle any type of technology they may be exposed
to in the future."
Implications for Middle
School Social Studies Teachers
This manuscript is focused
upon the instructional strategies for teaching in middle schools and
is based on the International Society of Technology in Education (ISTE)
standard for the application of technology in middle school social studies
instruction. The challenge for classroom teachers is to provide a quality
program that meets the ISTE standards and have the students develop
a technology performance profile. Each teacher must design learning
experiences that will prepare students to effectively use technology.
Teachers plan and deliver instructional units that integrate a variety
of software, applications, and learning tools. After reviewing the data,
the researchers considered how the statistical data and the interviews
related to the ISTE standards and the implications for instruction.
